SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

YEAR 9 EAL

NO. OF STUDENTS: 6

DATE: 08.09.14
LESSON DURATION: 50 mins

RESOURCES REQUIRED: Laptop & Projector, The Boy in Striped Pyjamas

(text) Whiteboard & Markers
TOPIC/FOCUS:
- Essay Planning for a Text Response
AusVELS STATEMENTS:
In a structured and inclusive environment, strongly supported by visuals and
with teacher support and feedback, students at Stage S3 plan and write an
extensive range of fictional and factual texts across the curriculum including
responses to literary texts and issues. Through modelled examples, class
discussion and group work, they explore the purpose, audience, mode, text
structure, language choices, cultural context and appropriate content of texts.
They brainstorm possible approaches to a writing task.
(2013)
LEARNING INTENTIONS & INDICATORS OF LEARNING:
The students will be able to:
Plan an essay by using:
-

the brainstormed notes from the previous lessons

their own notes on their chosen essay question
a template shown to them on how to structure the an essay
examples of sample paragraphs to model their own writing
a list of useful quotes from the novel The Boy in Striped Pyjamas
a list of useful essay filler words which can be used to enhance essays

LESSON PROCEEDURE
TIME
TEACHER
1 min

3 mins

STUDENTS

1. Bring students into the classroom,

greet them and get them seated

Students are expected

to :

2. Commence the class with the roll

call and by recapping last lessons
happenings, answer any questions
students may have and then

Respect the classroom

environment, the teacher
and fellow peers

3.
1 min
4.
10 mins

5.
5 mins

6.
20 mins

Remaind
er of
lesson

clearly state the learning

intentions for this lesson.
Hand back to the students their
plastic pockets with the essay
planning worksheets + assessment
rubrics.
Use the prepared Essay Planning
PowerPoint Pres to begin
explaining the structure of an
essay, outlining what is expected
in an Introduction, Body
Paragraphs and in a Conclusion.
Hand out sample Body Paragraphs
to the students to explain the TEEL
structure. Get students to highlight
appropriate sentences in the
paragraph where TEEL is
demonstrated.
Students are to use the essay
structure, the examples of body
paragraphs, and their notes to
begin drafting their own body
paragraphs on a chosen essay
question.

7. Stop students 3 mins before the

end of class to advise them that
they will continue with this
planning tomorrow and that we will
be moving on to introductions and
conclusions.

Actively participate in
class activities (be it
individual or group tasks)
Appropriately ask
questions when unsure or
when in need of help
Cooperate with teacher
instructions and listen
attentively to the
teachers and
explanations of particular
topics/concepts/tasks